2021-2022 / 5782 Rochelle Zell Jewish High School
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2021-2022 / 5782
August 16, 2021 / 8 Elul 5781 Dear Parents and Students, Welcome to Rochelle Zell Jewish High School. This Program of Studies is designed to provide an overview of the academic policies and course offerings of our school. The content will assist you as you design your educational plan for this and for coming school years. We are fully prepared to assist you with your plans. Rochelle Zell Jewish High School offers many opportunities for you to grow as a student, as a person, and as a Jew. We look forward to working with you on your journey. Tony Frank Jason Loeb Head of School Academic Dean
Table of Contents Rochelle Zell Jewish High School Mission and Core Values .........................................................1 Graduation Requirements ................................................................................................................2 Grading and Credit System ..............................................................................................................2 Homework and Assessments ...........................................................................................................5 Course Offerings 2021-2022 (5782) ................................................................................................6 English Department .........................................................................................................................8 Fine, Performing, Literary Arts Department..................................................................................12 Jewish Studies Department ............................................................................................................15 Mathematics Department .........................................................................................................…..19 Modern Language Department ......................................................................................................22 Physical Education Department .....................................................................................................25 Science Department .......................................................................................................................26 Social Studies Department .............................................................................................................29
MISSION STATEMENT
Rochelle Zell Jewish High School creates a culture of academic excellence that inspires and
prepares our students to think critically, achieve their full potential, and live Judaism as
responsible and involved citizens in the modern world.
CORE VALUES
Rochelle Zell Jewish High School
Creates a culture of academic excellence that fosters critical thinking.
Inspires a reverence for and critical understanding of Torah.
Empowers students to find their own voices in a respectful community.
Integrates the wisdom and values of our heritage with the sciences, humanities and arts.
Cultivates a commitment to living Judaism in the modern world.
Shapes responsible and involved citizens who are dedicated to Tzedek and Chesed (acts
of justice and compassion).
Fosters loving and thoughtful engagement with Israel.
Statement of Support for Israel
The creation of the State of Israel is one of the seminal events in Jewish history. Recognizing the
significance of the State and its national institutions, we seek to instill in our students
an attachment to the State of Israel and its people as well as a sense of responsibility for their
welfare.
Statement of Non-Discrimination
Rochelle Zell Jewish High School admits students of any race, color, nationality, sexual
orientation, gender identity, or ethnic origin and grants them the rights, and offers them
privileges, programs, and activities generally accorded or made available to all students at the
school. It does not discriminate on the basis of race, color, nationality, sexual identity, gender
identity, or ethnic origin in the administration of its educational policies, admission policies,
scholarship and loan programs, and athletics or other school administered programs. Guidelines
of the Conservative Movement are observed.
Compliance Statement
In accordance with local, state, and federal law, Rochelle Zell Jewish High School maintains
compliance with all local, state, and federal statutes.
1GRADUATION REQUIREMENTS
The following credits for each subject are required for graduation:
Subject Semester Credits
Bible ................................................................... ……………7
English ............................................................... ……………8
Hebrew Language .............................................. ……………8
Mathematics ....................................................... ……………6
Science ............................................................... ……………6
History/Social Sciences ..................................... ……………8
Physical Education/Health…………………………………..4
Fine/Performing/Literary Arts**……………………………3
Jewish Thought .................................................. ……………2
Talmud ............................................................... ……………7
_________________________________________________
Total credits for graduation ............................................. 59 *
*Transfer students may have fewer graduation credits.
**Each FPLA course receives one-half credit per semester.
All students are required to enroll in Hebrew and Jewish Studies courses each semester of
attendance. Students are also required to attend Tefillah during each semester of attendance.
Instruction in all classes is given in English and Hebrew (where applicable).
GRADING AND CREDIT SYSTEM
GPA will be calculated at the end of each semester. Juniors and seniors will receive unofficial
transcripts containing their cumulative grade-point averages.
Letter Grade Score GPA Letter Grade Score GPA
A = 93-100 4.0 D- = 60-62 .7
A- = 90-92 3.7 F = Below 60 0
B+ = 87-89 3.3 P = Pass
B = 83-86 3.0 I = Incomplete
B- = 80-82 2.7 W = Withdraw
C+ = 77-79 2.3 WP = Withdraw Passing
C = 73-76 2.0 WF = Withdraw Failing
C- = 70-72 1.7 AUD = Audit
D+ = 67-69 1.3 X = Medical Excuse
D = 63-66 1.0 R = Repeated Course
The following courses will receive a letter grade but will not be computed in the semester grade
point average:
Physical Education
Health
Fine, Performing, and Literary Arts classes
2Pre-High School Credits
No Rochelle Zell credits or grades are assigned to courses completed before students begin 9th
grade, nor do they count toward fulfilling Rochelle Zell graduation requirements. No grades are
assigned to these courses. Credits do not count towards fulfilling graduation requirements.
Credits - Summer School
Students must complete the appropriate form and obtain prior approval from the Academic Dean
for summer school courses in order to receive credit. Forms are available from the Registrar. In
order to receive Rochelle Zell credit, summer courses must be taken at an accredited school.
Courses taken during summer school will be listed with courses from the following school year.
For example, if a student takes a course during the summer between 9th and 10th grade, the
course would appear on the transcript at the beginning of the 10th grade courses.
Summer school credits are assigned based on Rochelle Zell’s credit system.
Summer school courses will be computed into the student’s cumulative GPA.
Summer school credits may be used to fulfill graduation requirements.
Credits - Courses taken outside of Rochelle Zell
In order to receive credit for a course taken through distance learning, such as a correspondence
course, or at another accredited institution, a student must complete the appropriate form
requesting permission from the Academic Dean. Forms are available from the Registrar.
Credits are assigned based on Rochelle Zell’s credit system.
Grades are computed into the cumulative GPA using the transferring institution’s grade
scale.
Credits may fulfill graduation requirements.
SEMESTER GRADES
The school year is divided into two semesters. Courses are either one semester or two semesters
in length. Report cards are issued upon completion of each semester. The report card indicates a
letter grade representing the student's academic achievement in class for that semester. Semester
grades will appear on official high school transcripts. Final exam grades will not be recorded on
official transcripts but are computed into semester grades.
GRADE-POINT AVERAGE (GPA)
GPA will be calculated at the end of each semester. Juniors and seniors will receive unofficial
transcripts containing their cumulative grade-point averages.
APPEALING A FINAL COURSE GRADE
When students have a question regarding a final course grade, they must first discuss their
concern with their teacher. If the matter is not resolved, they need to contact the department
chair. If no resolution is reached, the Academic Dean will work with all parties to resolve the
matter.
PASSING GRADE FOR REQUIRED COURSES
Students must successfully complete all courses that are required for graduation. The passing
grade is a D-. Students who do not pass a course must make up the course prior to graduation.
3REQUESTING PASS/FAIL FOR REQUIRED COURSES
Requests to take a course for a Pass/Fail grade rather than a letter grade may be considered and
granted only under extenuating circumstances and with permission from the Academic Dean.
INCOMPLETE GRADE
Regarding a grade of IN (incomplete) in the first semester, students have through the end of
Week 10 of the following semester to make up the work and receive a grade. Students receiving
a grade of IN for a second semester course have until the first day of class in August of the next
school year to make up the work and receive a grade.
GRADE REPLACEMENT/REPEATED COURSES
If a student repeats a course, only the higher of the two grades earned is reported and calculated
into the GPA. That grade is labeled “R” for a repeated course. Students may repeat only those
courses for which the original grade was C or below. Prior approval of both the Department
Chair and the Academic Dean is required.
WITHDRAWALS
If the Department Chair determines that a student has been placed in a class inappropriately, the
student will be permitted to withdraw from the class until the end of Week 10 of the semester
without incurring a grade penalty during the semester of the withdrawal. The student will receive
a grade of W (withdrawn).
DROPPING A COURSE OR CHANGING A COURSE LEVEL
Students may drop or change a course level through the end of Week 10 of the first or second
semester. Second semester transfer students may drop a course or change a course level through
the end of Week 10. In all cases, in order to drop or change a class, students must submit a
Course Drop/Change Request Form to the Academic Dean. The student’s parent/guardian,
teacher, and department chair must first sign the form.
ONLINE COURSEWORK AND INDEPENDENT STUDY
In certain situations, online coursework and/or independent study coursework may be necessary
and/or appropriate for credit replacement, credit recovery, or for resolving a schedule conflict
with an existing Rochelle Zell course, or for enrichment credit.
Students may take online coursework only under the following circumstances:
Recovery of credit from a high school course in which the student earned a failing grade.
Replacement of a grade from a high school course in which the student earned a grade
lower than C-.
Resolving a schedule conflict with another Rochelle Zell course.
Students who elect to take an online course for any reason must receive approval from the
Academic Dean. Note: Students who wish to take an enrichment independent study may pursue
only one independent study course per semester.
4STUDENT SERVICE PLANS
Students with documented learning needs will receive reasonable accommodations as provided
by Rochelle Zell. The transcripts of these students will not disclose that accommodations or
services are being provided.
HOMEWORK AND ASSESSMENTS
The Rochelle Zell faculty understands that students have rigorous academic schedules and
demanding homework expectations. The faculty works together to coordinate exam schedules
and homework assignments in an effort to allow students to handle their workloads. Assistance
and guidance in time management and study skills are provided throughout the year by students’
advisors and other professionals. Please note the following:
Homework/Quizzes/Projects Prior to Exams (HD or TQPE)
One week before semester exams there will be no homework due (HD) or
tests/quizzes/project/exams (TQPE) due for any class.
Semester Exams/Advanced Placement Exams
Semester exams take place at the end of January for the fall semester and in June for the
spring semester. AP exams are administered over a two-week period during the month of
May. These are national exams and cannot be rescheduled unless unusually extenuating
circumstances exist. This decision is made at the discretion of the College Board.
Second Semester Exam Policy for Seniors
Seniors will be exempt from second semester exams in any course for which they have a
grade of C or better. Students must be notified that they will need to take a final exam at
least two weeks before graduation.
Students are assigned both short-term and long-term homework. Students are expected to submit
all homework by the stated deadline. Teachers have varying policies regarding acceptance of late
assignments.
POLICY ISSUES
Questions regarding educational policy or graduation requirements should be directed to the
Academic Dean. Questions regarding transcripts should be directed to the Registrar.
5ROCHELLE ZELL JEWISH HIGH SCHOOL
COURSE OFFERINGS
2021-2022 (5782)
ENGLISH JEWISH THOUGHT/BIBLE
101 Literature and Composition I 401 Religious Quest for Meaning /Modern
101H Honors Literature and Composition I Jewish Thought (CP)
202 Literature and Composition II 402 Religious Quest for Meaning /Modern
202H Honors Literature and Composition II Jewish Thought (H)
303 American Literature
303H Honors American Literature JEWISH STUDIES/TALMUD
404 World Literature 1001 9th Grade Talmud: Foundations and Meanings
404AP Advanced Placement World Literature 1002 9th Grade Talmud: Foundations and Meanings
1003 9th Grade Talmud: Foundations and Meanings
FINE, PERFORMING, LITERARY ARTS & 2001 10th Grade Talmud: Foundations and Meanings
TECHNOLOGY ELECTIVES 2002 10th Grade Talmud: Foundations and Meanings
104 Dance 2003 10th Grade Talmud: Foundations and Meanings
107 Yearbook (The Roar) 3001 11th Grade Talmud: Crafting a Just Society
110 Vocal Music 3002 11th Grade Talmud: Crafting a Just Society
111 Studio Art 3003 11th Grade Talmud: Crafting a Just Society
118 Model United Nations 411 Rabbinics Seminar Elective I
119 Debate 411 Rabbinics Seminar Elective 2
124 Introduction to Computer Science I/II 411 Rabbinics Seminar Elective 3
125AP Advanced Placement Computer Science A
126 Band MATHEMATICS
128 Broadcast-Media Seminar 131 Algebra I
129 Intro to JAVA 232 Geometry
130 From Nand to Tetris Parts I-II 232H Honors Geometry
135 STEAM 330 Algebra II
331 Algebra II/Trigonometry
JEWISH STUDIES/TANACH 331H Honors Algebra II/Trigonometry
1001 9th Grade Tanach: Nevi’im Rishonim 333 Pre-Calculus
1002 9th Grade Tanach: Nevi’im Rishonim 333H Honors Pre-Calculus
1003 9th Grade Tanach: Nevi’im Rishonim 335 Trigonometry/Statistics
2001 10th Grade Tanach: Torah and Beyond 336 Calculus/Statistics
2002 10th Grade Tanach: Torah and Beyond 432AP Advanced Placement Calculus AB
2003 10th Grade Tanach: Torah and Beyond 433AP Advanced Placement Calculus BC
3001 11th Grade Tanach: Breishit 538AP Advanced Placement Statistics/
3002 11th Grade Tanach: Breishit Advance Topics
3003 11th Grade Tanach: Breishit 533 Multivariable/Linear Algebra
4001 12th Grade Tanach: 5 Megillot
4002 12th Grade Tanach: 5 Megillot
4003 12th Grade Tanach: 5 Megillot
100 Level = Freshman 200 Level = Sophomore 300 Level = Junior 400 Level = Senior
6MODERN LANGUAGE SOCIAL SCIENCES
111 Hebrew I 121 Global Studies 1-2
112 Hebrew II 121H Honors Global Studies 1-2
211 Hebrew III 214 Civics (1 semester)
311 Hebrew IV 214H Honors Civics (1 semester)
411 Hebrew V 216 Jewish History (1 semester)
511 Hebrew VI 216H Honors Jewish History (1 semester)
611 Hebrew VII 312 United States History
711 Hebrew VIII 312AP Advanced Placement United States History
811 Hebrew IX 404 History of Israel (1 semester)
123 Spanish I 416AP Advanced Placement Microeconomics
223 Spanish II (1 semester)
323 Spanish III 450 Psychology
423 Spanish IV 450AP Advanced Placement Psychology
423AP Advanced Placement Spanish IV (1 semester)
PHYSICAL EDUCATION
210 Health
111 Physical Education: 9
211 Physical Education: 10
311 Physical Education: 11
411 Physical Education: 12
SCIENCE
141 Biology
242 Chemistry
242H Honors Chemistry
340 Engineering Physics
343 Physics
343H Honors Physics
441AP Advanced Placement Biology
442AP Advanced Placement Chemistry
443AP Advanced Placement Physics C
444 Anatomy and Physiology
100 Level = Freshman 200 Level = Sophomore 300 Level = Junior 400 Level = Senior
7ENGLISH DEPARTMENT
Freshman Literature and Composition (ENG_101)
College Preparatory English introduces students to literary analysis with a variety of classical
and contemporary fiction, drama, poetry, and non-fiction texts. In this course, students examine
elements of dignity, the ways in which violations of dignity lead to conflict, and how resolutions
of those violations generate healing. Classroom activities include close-reading textual analysis,
full-class discussion, dramatic interpretation, and group interaction. Students will be expected to
derive meaning from and thoughtfully articulate questions and opinions about characterizations
and themes in a text; reflect upon complex themes related to the inherent dignity of individuals;
and write clear, logical, expressive, analytical, and unique personal responses to literature.
Texts include The Absolutely True Diary of a Part Time Indian, The House on Mango Street,
Romeo and Juliet, and The Emperor is Divine.
Freshman Honors Literature and Composition (ENG_101H)
This course focuses on teaching students to unpack the meanings of challenging texts, including
but not limited to the classics. It will focus on pairing classic texts with the contemporary stories
of our present. Students become familiar with the ideas, characters, themes, and plots of these
works of literature and explore connections to their own journeys as beginning high school
students. They develop their critical reading and thinking skills, annotation, and writing,
equipping them to approach additional texts in their further studies with confidence and
expertise.
Students demonstrate understanding through close reading, annotation, class discussion, projects,
and writing essays of literary analysis. Students are taught to share insightful, text-supported
interpretation of a literary work. Their understanding of literature is evaluated for their choices of
interpretation borne out by the text, their sensitivity to language and character, and their
development of themes, motifs, and connection to our modern society. Students will have the
opportunity to connect to our current society through short stories, poetry, nonfiction texts, and
multi-media platforms. The students will learn to write with focus, clarity, insight, organization,
sentence structure, and a developing sense of voice.
Texts will include The House on Mango Street by Sandra Cisneros, Lord of the Flies by William
Golding, The Nickel Boys by Colson Whitehead, and Romeo and Juliet by William Shakespeare.
Sophomore Literature and Composition (ENG_202)
This course builds on the foundation of reading and writing skills of the Freshman CP class.
Students will deep dive into the writing process, focusing on clarity, argument, structure, and
style. In this course, we explore the value of rethinking and unlearning to bring nuance to
challenging conversations and to appreciate the discomfort of doubt over the comfort of
conviction in order to fortify belief. Students examine these themes with a variety of fiction,
non-fiction, poetry, and short stories, performing close-reading and revealing their thinking
through annotations, group interactions, and full class discussions. The course culminates in a
research project that displays their ability to rethink in a topic of their choice.
8Texts include Long Way Down, Fahrenheit 451, and Othello.
Sophomore Honors Literature and Composition (ENG_202H)
This course intensifies the skills of literary analysis, writing, and critical thinking worked with
freshman year. Challenging texts focus on the concept of rethinking and reframing in texts, and
in the students’ individual lives. Class activities include close reading and annotation, discussion,
teaching portions of a text, connecting texts to our modern society, and analytical writing. Texts
will also be supported with supplemental material such as short stories, poetry, artwork, and
additional multi-media platforms. Students are evaluated for their comprehension of text,
analytic understanding of a text, research skills, proper sentence structure, and their writer’s
voice. This course will culminate in a research project centered around rethinking and reframing
based on student choice text.
Texts will include Fahrenheit 451 by Ray Bradbury, The Joy Luck Club by Amy Tan, and
Macbeth by William Shakespeare.
American Literature (ENG_303)
This course focuses on American literature of the 19th and 20th centuries in order to acquaint
students with the key authors and thinkers of the period. The literature includes essays, novels,
short stories, and poetry. Students consider the contributions of selected texts to the definition of
the American Dream and, more broadly, the impact of literature on the American culture.
Students develop the ability to read and interpret text independently, to express their ideas orally
and in writing, and to relate their personal experience to the text. In order to meet these
objectives, students engage in class discussions and write in a variety of modes to develop their
ability to focus their ideas thoughtfully, organize them effectively, and express themselves in a
clear voice. Skills learned in previous years are continually practiced, including annotation,
critical thinking, themework, and text analysis. The texts will be supported with additional
supplemental materials such as short stories, poetry, nonfiction pieces, artwork, and multi-media
platforms.
Texts will include Ella Minnow Pea by John Dunn, The Great Gatsby by F. Scott Fitzgerald,
Kindred by Octavia Butler, and Just Mercy by Bryan Stevenson.
Honors American Literature (ENG_303H)
This course focuses on American literature of the nineteenth and twentieth centuries. Its purpose
is several fold: 1) to acquaint students with several seminal texts and writers; 2) to appreciate the
insights rendered by the texts into the issues of American culture-at-large; 3) to employ the texts
in reflecting upon the student’s personal experience and identity; 4) to sharpen the critical
thinking skills necessary for comprehending sophisticated literary texts.
The purposes of the course are pursued through close reading of text, class discussion, and
writing assignments. The student writing is critiqued for insightful and well-reasoned thought,
clear focus and organization of that thought, well-wrought sentences, proper grammar and usage,
and an emerging sense of voice and style.
9Writers and major texts include Nathaniel Hawthorne, The Scarlet Letter; Ralph Waldo
Emerson, Self-Reliance; Henry David Thoreau, On Civil Disobedience; Emily Dickinson; Walt
Whitman, Leaves of Grass; F. Scott Fitzgerald, The Great Gatsby; Wallace Stevens; Robert
Frost; Reinhold Niebuhr, selections from The Nature and Destiny of Man; Martin Luther King,
Jr., Letter from Birmingham Jail; Annie Dillard, Teaching a Stone to Talk; Saul Bellow, Seize
the Day; Philip Roth, American Pastoral.
World Literature (ENG_404)
This course in world literature of the twentieth and twenty-first centuries has students consider
the components of a culture revealed in literature and to compare and contrast experiences in
other cultures to their own. Special attention is paid to embracing the student’s Jewish identity.
The students are introduced to a number of modern and classic authors.
Students are encouraged to read independently, while pairing their reading with read-alouds in
class to be used in discussion, instilling in them the commitment to lifetime reading. Their
writing experiences hone critical thinking and reading analytic skills as well as their ability to
reflect meaningfully upon their own experiences. Focusing an idea clearly, developing a
discussion adequately, connecting to the text thoughtfully and analytically, organizing ideas
effectively and efficiently, employing mature sentence structure, and editing for grammatical and
usage errors are rehearsed in all writing assignments. Texts in this class will be supplemented
with additional supplemental materials such as short stories, poetry, nonfiction pieces, artwork,
and multi-media platforms.
Texts will include Life of Pi by Yann Martel, Homegoing by Yaa Gyasi, Julius Caesar by
William Shakespeare, and The Handmaid’s Tale by Margaret Atwood.
Advanced Placement World Literature (ENG_404AP)
This course prepares students to perform successfully on the Advanced Placement Literature &
Composition exam while at the same time emphasizing literature’s role in the students’ reflection
upon their own and others’ experiences. Portions of this course call upon students to create a
dialogue between the secular literature of this curriculum and their readings in Modern Jewish
Thought. For that reason all students enrolled in AP English are also enrolled in the honors
section of Modern Jewish Thought.
The attention paid to rhetorical devices and stylistic elements of prose, poetry, and drama prepare
students for the multiple-choice section of the exam that addresses specific instances of these
literary elements. Writing assignments during the course prepare students for the essay portion of
the exam, which includes explications of prose and poetry passages and an essay topic related to
a text studied in class.
The purposes of the course are pursued through close reading of text, class discussion, and
writing assignments. The student writing is critiqued for insightful and well-reasoned thought,
clear focus and organization of that thought, well-wrought sentences, proper grammar and usage,
and an emerging sense of voice and style.
10Writers and major texts include Fyodor Dostoyevsky, The Brothers Karamazov; Peter Shaffer,
Equus; Shakespeare, Hamlet; Leo Tolstoy, Confession and The Death of Ivan Ilych; Albert
Camus, The Fall; Cormac McCarthy, either The Crossing or The Road and Sunset Limited;
poetry of T. S. Eliot, Richard Wilbur, Adrienne Rich, Wallace Stevens, Stanley Kunitz, W. B.
Yeats, William Stafford, Elizabeth Bishop, W. H. Auden.
11FINE, PERFORMING AND LITERARY ARTS DEPARTMENT
Dance (FA_104)
The Dance Program is designed to give students the option to express themselves through the art
of movement. Dancers learn technical skills, dance etiquette, terminology, and
choreography while being given the freedom to individually develop their art form. Class time
consists of a warm-up, stretching, technique development, across the floor work, and a variety of
combinations. Students learn and explore multiple different dance styles throughout the year.
Then are given the opportunity to demonstrate their skills at the schools showcase. Students are
also given the opportunity to choreograph a routine of their own with their fellow classmates.
The experience deepens their skills and gives them a better understanding of how a dance routine
develops.
Yearbook (The Roar) (FA_107)
The mission of yearbook is to produce a comprehensive record of the school year, which
includes student activities, classes, holidays, sports, and more. The goal of yearbook is
to best include everyone in the school through photographs and interviews. We hope to embody
the spirit of the school and the particular year's most important and memorable events.
Additionally, in the second semester, our class produces an "Ad Book," where families and
local businesses submit messages of congratulations to the graduating seniors and to the school.
We are proud to create such an important record of Rochelle Zell Jewish High School.
Vocal Music (FA_110)
In Vocal Music, students practice proper vocal technique and elements of sight singing. They
learn everything from A Cappella to Broadway hits. Students perform for local organizations and
at the Performing Arts Showcase and ARTS ALIVE! on Grandparents and Special Friends Day.
Select music students are members of the RZJHS Chapter of theTri-M Music Honor Society, an
international music honor society for high school students.
Studio Art (FA_111)
Studio Art is designed to embrace both students who have always been interested in art and
students who would like to awaken their creativity. Students are encouraged to work individually
on each project, whether it be painting, mosaics, drawing, photography, or collage. The idea of
self-expression and doing art as a meditative process is encouraged. Depending on the
assignments, there is an added dimension of art history incorporated in class. Each semester there
is a student art exhibit in the Chicago area. Artwork is always displayed at our school.
Model United Nations (FA_118)
Model UN informs students about diplomacy and international relations, as well as teach
speaking, negotiating, and writing skills. Model UN students have the opportunity to travel with
staff to New York for the Model UN Conference, attended by over 2,000 students representing
nations throughout the world.
Debate (FA_119)
Debate develops students’ abilities to express themselves, both written and verbally, effectively
and articulately. Students will participate in many forms of debate, including Lincoln-Douglas,
Public Forum Congressional.
12Introduction to Computer Science Part I (FA-122)
This course offers an introduction to computer science and is designed for students with no prior
experience in the field. Using a blended learning environment, students work at their own pace
through an online course with teacher and teaching-assistant support in a classroom environment.
Students learn the basics of both computer science and computer programming, using Python as
the primary language. General CS topics include big data, algorithms, cybersecurity, and game
development. Coding units focus on input & output, number calculations, making decisions
using conditional statements, repetition with loops, and graphics. The course emphasizes
computational thinking and helps develop the ability to solve complex problems. The course is
the first of a two-course sequence that provides a foundation in the tools used in computer
science and prepares students for further study in this area, including AP Computer Science A
and From Nand to Tetris.
Introduction to Computer Science Part II (FA_124)
This course is the second of a two-course sequence designed to give students an introduction to
computer science. Using a blended learning environment, students work at their own pace
through an online course with teacher and teaching-assistant support in a classroom environment.
Students will continue to learn the basics of both computer science and computer programming,
using Python as the primary language. Coding units focus on for loops, text & string processing,
subprograms, arrays, searching and sorting algorithms, and the Internet. General CS topics
include modeling and simulation, text compression, and encryption. The course emphasizes
computational thinking and helps develop the ability to solve complex problems. Combined with
Introduction to Computer Science Part I, the course provides a foundation in the tools used in
computer science and prepares students for further study in this area, including AP Computer
Science A and From Nand to Tetris. Introduction to Computer Science Part I is a prerequisite for
this course.
AP Computer Science A (FA_125AP)
In this course, students continue their study of computer science focusing on fundamental topics
that include problem solving, design strategies and methodologies, organization of data (data
structures), approaches to processing data (algorithms), analysis of potential solutions, and the
ethical and social implications of computing. Throughout the course students write programs in
Java as they complete the AP Computer Science A curriculum and prepare for the AP Exam in
May. Introduction to Computer Science Parts I and II are prerequisites for this course.
Band (FA_126)
Students gain an aesthetic appreciation for music while playing a diverse repertoire of music,
including jazz, blues, and popular songs. Students learn the basic tools of improvisation which
provide a basis for composing their own melodies. Smart Music, a computer making and
recording application, is an integral part of the program to make at-home rehearsal more
productive, fun, engaging and will assist students in becoming better musicians.
Broadcast-Media Seminar (FA_128)
A professional videographer/producer with real-world experience teaches the newest addition to
the department, Broadcast-Media Seminar. Students learn design elements and principles using
video, text, graphics, sound, and photography. Students also develop and expand their skills in
producing both artistic and commercial videos using DSLR cameras to capture images and video
while using Final Cut Pro for video editing.
13Following the school year calendar and Jewish calendar, video footage is collected, edited and
presented to the school community. Students are assigned projects with clearly defined
responsibilities, meaningful motivation in their specific area of interest like broadcasting, video
editing, videographer, writers and public relations.
Introduction to Java (FA_129)
Introduction to Java is a self-paced course that follows the AP CS A curriculum, but which can
be completed over one or two academic years. Students continue their study of computer science
focusing on fundamental topics that include problem solving, design strategies and
methodologies, organization of data (data structures), approaches to processing data
(algorithms), analysis of potential solutions, and the ethical and social implications of
computing. Throughout the course students write programs in Java. Introduction to Computer
Science Parts I and II are prerequisites for this course.
From Nand to Tetris Parts I and II (FA_130/FA_131)
From Nand to Tetris is a two-part project-centered course that allows students to construct a
modern, full-scale computer system - hardware and software - from the ground up. In the
process, students practice many major computer science (CS) abstractions studied in typical CS
courses and make them concrete through 12 guided implementation projects. Part I of the course
focuses on building the computer’s hardware platform. Part II of the course focuses on building a
modern software hierarchy, designed to enable the translation and execution of object-based,
high-level languages on a bare-bone computer hardware platform. AP Computer Science A is a
prerequisite for this course. The course may be completed over one or two years.
STEAM (FA_135)
This course offers a set of STEAM Challenges (Science, Technology, Engineering, Art, and
Math) in a student-centered, choice-driven environment. Students choose the challenges they
want to work on and progress at their own pace, working alone or with others. Challenges are
based in STEAM topics like 3D design and printing, robotics, architecture, virtual reality,
animation and more. This course does not require prior knowledge of STEAM technology and
all skill levels are welcome.
14JEWISH STUDIES DEPARTMENT
First Digit = Grade Level
Second/Third Digit = Placeholders
Fourth Digit = Student Hebrew Level
1=Emerging 2=Moderate 3=Advanced
9th grade Tanach: Nevi’im Rishonim -- Leadership, Land, and Law (BIB_1001, 1002, 1003)
In this Freshman year Bible class, students focus on biblical narratives following the aspirations
of and challenges facing Israel as they establish themselves in the Land of Israel. The course
traces the triumphs and tribulations of the emerging nation studying selections from Judges
through Ezra and Nehemiah, from decentralized tribal structures through the return to the land
after exile. Some of the questions considered are: What forms of leadership work? What are the
limitations? What religious voices, rituals and structures are necessary? And how does the
Tanach measure success?
The three main themes students consider independently and as they connect are leadership, land
and law. Studies begin by focusing on the book of ( דבריםDeuteronomy), and the critical
messages it offers the Israelites before they enter the land of Israel without Moses and God
walking with them every step of the way. Students consider the message of דברים
(Deuteronomy): the importance of following God’s ways, keeping mitzvot, i.e. the law, and
setting up structures on the land to enable the creation of a just and sacred society. Students
consider the Deuteronomic (דברים, Deuteronomy) instructions for how to live as an independent
nation in the land and the various portraits of leadership offered by ( דבריםDeuteronomy) and
illustrated by the judges, kings and prophets of Nevi’im Rishonim (the books of the early
Prophets).
10th grade Tanach: Torah and Beyond -- Big Ideas in Judaism (BIB_2001, 2002, 2003)
Jewish ideas in the Torah form the basis of Judaism. The Torah’s ideas are modified,
reinterpreted and/or reapplied, throughout the Tanach, Jewish history and into our lives today.
The overarching big question for this 10th grade Bible class is: In what ways are the ideas found
in the Torah foundational to Judaism and Jewish living today? Sophomore Bible focuses on the
Tanakh’s historical narrative, tracing the narrative of Benei Yisrael from Eretz Mitzrayim to the
edge of Promised Land and identify the key ideas that are at the heart of that narrative,
identifying what it means to live life as member of holy community. This course explores big
ideas in Judaism as they emerge through the formation of Benei Yisrael (Israelites), tracing their
exodus from Egypt, revelation and mitzvot (commandments) of Sinai and the desert, to the
Jordan River, following the possibilities and challenges they face as they form. As we follow
Benei Yisrael, we will consider the Torah’s foundations for Jewish communal life.
Each unit begins with a careful reading of biblical text, exploring ideas that emerge from this
text. For example, when looking at the beginning of Shemot (Exodus) and the emergence of
Benei Yisrael as a people the students consider concepts of what it means to be a people, a nation
in relationship with God, and notions of freedom and servitude. After reading the primary Torah
text, students continue the exploration of the idea through other biblical and later rabbinic
texts. Students see the persistence of these ideas throughout Jewish history, as well as their
development in the minds of the rabbis and later interpreters. Students note similarities and
15differences between the initial articulation of the idea in the Bible and the rabbis’ interpretation -
or, reinterpretation - of it.
The final portion of study brings to bear contemporary thinkers. These writings help students
better understand the meaning of the idea as it relates to their lives in the modern world. Once
again, students note the ways in which these modern interpretations are similar to, and different
from, their earlier meanings. Students also make sense of the texts and ideas considered within
their own lives, reaching personal conclusions about beliefs.
11th grade Tanach: Breishit - Self, Covenant and Commentary (BIB_3001, 3002, 3003)
Self, Covenant and Commentary, our 11th grade Tanach course, focuses on the Torah’s wisdom
on the emergence of the Self. We will consider what it means to be human through reading
foundational narratives of Torah. What does it take to become a person of integrity and to live
out one’s potential? What are the obstacles, challenges and contexts in which the road to
individuality emerges? What are the limits and contexts of the Self? How does the journey from
exile to home fit into becoming oneself?
In traditional language students consider the human from the three dimensions of relationships –
בין אדם למקום, בין אדם לחברו, – בין אדם לעצמוthe relationship to oneself, the nexus between an
individual and the other (friend, sibling, neighbor, stranger), and the connection between oneself
and God: the introspective, social, and religious. In the course of reading grand biblical
narratives through multiple interpretive approaches students gain an understanding the Torah’s
views on humanity as well as becoming careful readers of Torah.
By viewing the Torah within the history of its interpretation, students take their place within our
commentary tradition, becoming familiar with this tradition and exploring many different forms
of interpretation; they encounter many different religious points of views -- biblical, rabbinic,
and multiple modern perspectives. Students sharpen their ability to read the Torah carefully to
determine what the text says, and also, what the text has to say to them individually. That is,
through the study of the Torah students ask themselves: What does this mean to me? Where am I
in this Torah?
12th grade Tanach: 5 Megillot – Love, Laughter and Life (BIB_4001, 4002, 4003)
In this semester-long Senior Bible class, students study the five megillot (מגילות, scrolls) from the
( כתוביםKetuvim) section of ( תנ"ךTanach). The five megillot – literally “scrolls” are read on
specific Jewish holidays - include ( אסתרEsther), ( קהלתEcclesiastes), ( איכהLamentations), שיר
( השיריםSong of Songs) and ( רותRuth). These scrolls are read for what they have to say to seniors
on the verge of leaving home and leaving high school, as students prepare to encounter the world
independently with the wisdom of your families and the Jewish tradition. These מגילותare some
of the Torah’s most profound and poetic sacred books, they are about meaning and about the
possibilities of meaning in a life sometimes filled with chaos, about wisdom and its limits, and
about the possibilities of love and friendship. We will focus on large existential questions and
look for artistic and personal inspiration in these stories and poem.
These also push the boundaries of the Tanakh, each one requiring us to broaden our answer to
the question: “What is ( תנ”ךTanach)?” Students focus on questions of what is the nature of the
( תנ”ךTanakh), how do we read it, and what difference does it make, as they examine these מגילות
16(Megillot, scrolls) within the history of their interpretation and through personal reflection and
dialogue.
9th grade Talmud: Foundations and Meanings of Jewish Living (TLM_1001, 1002, 1003)
In this course, we will immerse ourselves in the Rabbinic tradition, the foundation for Judaism
today. We will study the cornerstones of Jewish life throughout the year: Rosh Hashanah,
Sukkot, Pesach, Shavuot, Shabbat, and Kashrut. For each topic, we will begin in Tanach, tracing
the path from Biblical origins to Talmudic tradition, continuing to modern interpretations. The
Talmud will be the core of our study.
As students study the emergence and development of the Talmud, they engage in personal
reflection, exploring and developing their own relationships to these texts. Students think
critically about the ideas presented in the texts and relate the course material to their own lives.
10th grade Talmud: Foundations and Meanings of Jewish Prayer (TLM_200, 2002, 2003)
This course is an exploration of tefillah (prayer), grounded in the Talmud and deeply embedded
in the lives of students. Students explore a range of approaches to prayer primarily through texts
found in the Talmudic tractate Berachot (Babylonian Talmud). Key themes include: the balance
between spontaneity and routine in prayer; the development of Jewish prayer practice over time;
and the necessity of koved rosh -- focused concentration and intention in prayer.
In addition to strengthening their ( תלמודTalmud) skills so they can become more confident and
independent Talmud students, through the study of and reflection upon a range of rabbinic texts
in chevruta (partnered learning), class discussion, and experiential learning, students deepen their
knowledge of prayer as well as cultivate an understanding of their inner spiritual lives and their
personal tefillah practices.
11th grade Talmud: Crafting a Just Society (TLM_4001, 4002, 4003)
This Junior year Talmud course focuses on the topic of social justice. Students study how the
Rabbis seek to craft a just society through a system of mitzvot that govern human interactions.
We will look at how the mitzvot (commandments) protect the most vulnerable in society and how
the very act of building a city and its infrastructure can and should be an act of justice. As with
all Talmud classes at Rochelle Zell, we will spend time building skills to read the texts in the
original while simultaneously analyzing the structured rabbinic discussions of the Mishnah and
Gemara. This year, students spend significant time studying the halakhic system (Jewish legal
framework) as a whole, exploring the evolving nature of Jewish law and delving into Jewish
legal texts that reinterpret the Talmud for practical everyday law. The focus on halacha
emphasizes how seemingly obscure legal details coalesce to form a structure that can protect
both individuals and communities
Rabbinics Seminars (TLM_411)
Second semester Senior year students choose from several topics in rabbinics, such as Jewish
Biomedical Ethics, Midrash and Art, Gender and Judaism, or Advanced Talmudic study.
17Jewish Thought
12th grade: The Religious Quest for Meaning in Modern and Contemporary Jewish
Thought (JTH_401, JTH_402)
In this senior year-long course students explore the quest for religious meaning in modern and
contemporary Jewish thought. Through deep, challenging readings and rich and open
conversation, students gain an understanding of some central thinkers, writings and ideas of
modern and contemporary Jewish thought. Students learn how to think critically and personally
about the various voices within this multi-vocal tradition as they acquire language and concepts
to articulate their own views on Judaism and reflect upon their own place within this tradition.
Students consider questions of faith, belief, passion, religion and religiosity, science and religion,
redemption, the sacred nature of relationships, and a variety of conceptions of and language for
God. Students read a range of thinkers including Abraham Joshua Heschel, Martin Buber, Louis
Jacobs, Rachel Adler, Joseph Soloveitchik, Judith Plaskow, and Art Green.
18MATHEMATICS DEPARTMENT
Algebra I (MAT_131)
An introduction to elementary algebra for students who have not yet taken the course or have yet
to demonstrate facility with variables, equations, and models. By the end of the course, students
should feel comfortable with algebraic equations, inequalities, and graphs in linear and quadratic
contexts, as well as elementary uses of exponential, radical, and rational equations. (Subsequent
sequence of courses: Geometry, Algebra II or Algebra II/Trig, Trigonometry/Statistics or Pre-
Calculus).
Geometry (MAT_232)
A course in Euclidean geometry for students who have successfully completed the Algebra I
curriculum. Formal proof is studied and used, but is not heavily emphasized. Topics include
congruency, similarity, parallel lines, circles, polygons, transformations, areas, volumes, and
coordinate geometry, as well as an introduction to right triangle trigonometry. Geometric
relationships and properties are presented through manipulative tools and interactive computer
explorations. Algebra is used as a transitional tool to relate geometric concepts with previously-
learned material. (Subsequent sequence of courses: Algebra II or Algebra II/Trig, Trig/Statistics
or Pre-Calculus, Pre-Calculus or Calculus/Statistics or AP Calculus AB).
Honors Geometry (MAT_232H)
A course in Euclidean geometry for students who have completely mastered the Algebra I
curriculum. A dual focus is placed on problem solving and formal proof at a challenging level.
Topics include congruency, similarity, parallel lines, circles, polygons, constructions, areas,
volumes, and coordinate geometry. Students use the software Geogebra for explorations. This
course is designed to develop critical thinking through analytic reasoning and an understanding
and appreciation of basic geometric relationships. (Subsequent sequence of courses: Honors
Algebra II/Trig or Algebra II/Trig, Honors Pre-Calc or Pre-Calc, AP Calculus BC or AB).
Algebra II (MAT_330)
A second-year algebra course for students who have completed the Geometry curriculum.
Students continue the study of equations, function operations and their uses. The functions
studied include linear, quadratic, polynomial, radical, exponential, logarithmic and rational.
Other topics include solving systems of equations and inequalities, matrices and complex
numbers. (Subsequent sequence of courses: Trigonometry and Statistics, Pre-Calculus).
Algebra II/Trigonometry (MAT_331)
A fast-paced course that combines topics of advanced algebra and trigonometry for students who
have mastered the Geometry curriculum. Students continue the study of equations, function
operations and their uses. The functions studied include quadratic, polynomial, radical,
exponential, logarithmic, rational and trigonometric. Other topics include matrices, complex
numbers, and trigonometric identities. Problem solving is emphasized throughout the year.
(Subsequent sequence of courses: Pre-Calculus, Calculus/Statistics or AP Calculus AB).
19Honors Algebra II/Trigonometry (MAT_331H)
A highly-rigorous, fast-paced course in advanced algebra and trigonometry for students who
have mastered the Algebra I and Honors Geometry curricula. Topics include complex numbers,
functions (linear, quadratic, polynomial, rational, exponential and logarithmic) and trigonometry
including trigonometric functions, equations, and identities. A goal for this course is to develop
students’ abilities to problem solve and to clearly communicate their solutions in writing.
(Subsequent sequence of courses: Honors Pre-Calculus, AP Calculus BC or AB, Multivariable
Calculus/Advanced Math Topics).
Pre-Calculus (MAT_333)
A preparatory course for the study of Calculus for students who have mastered the Algebra II
and Trigonometry curricula. Students study 2D and 3D vectors, conic sections, sequences and
series, counting and probability, introductory limits, and algebraic and trigonometric functions
with an emphasis on the integration and extension of concepts studied in previous courses.
Additional topics may include using spreadsheets to analyze and model mathematics in real-life
applications as well as polar coordinates and graphs. (Subsequent sequence of courses:
Calculus/Statistics or AP Calculus AB).
Honors Pre-Calculus (MAT_333H)
A highly rigorous and fast paced preparatory course for the study of Calculus for students who
have mastered the Honors Algebra II and Trigonometry curriculum. Students study triangle
trigonometry, 2D and 3D vectors, complex numbers, matrices and linear systems, conic sections,
parametric curves, polar coordinates and graphs, sequences and series, and counting and
probability. Other topics include a review of functions as well as an introduction to limits. A
goal for this course is to develop students’ abilities to problem solve and to clearly communicate
their solutions in writing. (Subsequent sequence of courses: AP Calculus BC or AB,
Multivariable Calculus/Advanced Math Topics).
Trigonometry/Statistics (MAT_335)
A course for students who have completed the Algebra II curriculum. First semester, students
study trigonometric functions, equations, and identities with an emphasis on explorations and
modeling using manipulative tools and interactive computer explorations. Second semester,
students study statistical measures of centrality and spread, methods of data collection and
experiment design, binomial and normal distributions with an emphasis on statistical literacy.
Students will use multiple representations to present data including written descriptions,
numerical statistics, formulas, and graphs. (Subsequent sequence of courses: Pre-Calculus).
Calculus/Statistics (MAT_336)
The course is for students who have mastered the Pre-Calculus curriculum. First semester,
students are introduced to the two main problems of Calculus: How to find a rate of change of a
function (the derivative), accumulation (the integral), and the relationship between the two
problems. First semester will prepare students to take Calculus in college. Concepts will be
developed through labs and explorations. Second semester topics include statistical measures of
centrality and spread, methods of data collection and experiment design, and inference. This
semester will give students the basic vocabulary and statistical concepts and prepare them to take
Statistics in college.
20Advanced Placement Calculus AB (MAT_432AP)
A course equivalent to one semester of college calculus for students who have mastered the Pre-
Calculus material. Topics studied include limits, derivatives, integrals, differential equations,
approximation methods, applications and modeling. Students are prepared for taking the AP
Calculus AB exam, however the exam is not a requirement of the course. Extra after-school
sessions on selected Fridays are mandatory. The average time spent on out of class assignments
is greater than in the CP mathematics courses in previous years.
Advanced Placement Calculus BC (MAT_433AP)
A very fast-paced course equivalent to two semesters of college calculus for students who have
mastered the Honors Pre-Calculus curriculum. Topics studied include limits, derivatives,
integrals, differential equations, approximation methods, infinite series, calculus of parametric
and polar functions, applications and modeling. Students are prepared for taking the AP
Calculus BC exam, however the exam is not a requirement of the course. Extra after school
sessions on selected Fridays are mandatory. The average time spent on out of class assignments
is greater than in the mathematics courses in previous years. (Subsequent sequence of courses:
Multivariable Calculus/Advanced Math Topics).
Advanced Placement Statistics/Advanced Topics (MAT_538AP)
This course is an introductory college-level statistics course aligned with the AP Statistics
curriculum. The course covers data analysis, data sampling, experimental design, exploring
random phenomena using probability and simulation and using data to develop estimates and
make predictions. The syllabus is designed so that students enrolled in this course will gain the
requisite knowledge to successfully complete the AP Statistics Exam. This course features many
data-oriented projects, extensive use of technology (primarily spreadsheets and/or statistical
analysis software) and hands-on applications. As time permits and based on student interest,
other learning areas included in this course may include selected topics from advanced calculus
and/or linear algebra.
Multivariable Calculus/Linear Algebra w/Applications (MAT_533/534)
This a two-semester sequence of multivariable calculus followed by linear algebra. The
multivariable calculus semester focuses on vectors, functions of several variables, curves and
surfaces, differentiation and partial derivatives, multiple integrals, and line integrals. The linear
algebra semester covers matrices and the algebra of linear systems. Topics includes matrix
equations, vector spaces, linear transformations, determinants, eigenvalues, eigenvectors,
diagonability, quadratic forms and symmetric matrices. Technology is integrated throughout.
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